COGNITIVE LOAD THEORY APPLICATION IN POWERPOINT PRESENTATIONS: AN EVALUATION FRAMEWORK FROM TEACHERS’ AND LEARNERS’ PERSPECTIVES.

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Bibliographic Details
Title:	COGNITIVE LOAD THEORY APPLICATION IN POWERPOINT PRESENTATIONS: AN EVALUATION FRAMEWORK FROM TEACHERS’ AND LEARNERS’ PERSPECTIVES.
Authors:	Kherfane, Nour el houda¹ n.kherfane@ens-lagh.dz, Belferd, Lamia¹, Boumezrag, Maria Bey¹
Source:	Journal of Educators Online. May2026, Vol. 23 Issue 2, p1-13. 13p.
Subject Terms:	Cognitive load, English teachers, Lectures & lecturing, Teaching methods, Universities & colleges, Higher education, Quantitative research
Reviews & Products:	Microsoft PowerPoint (Computer software)
Abstract:	Given the predominant use of PowerPoint presentations in higher education, which has increased significantly since the 2019 pandemic, the present study seeks to investigate the extent to which EFL (English as a Foreign Language) educators incorporate Cognitive Load Theory (CLT) into their PowerPoint presentations. Following a quantitative approach, the study employed an evaluative grid targeting a sample of teachers (n = 24) and students (n = 57) from various Algerian universities. Demonstrating high reliability (Cronbach’s alpha, α = 0.813), the research instrument allowed the measurement of the frequency with which 16 CLT-informed techniques were applied in the design of PowerPoint slides. These techniques were divided into three groups: general design techniques, content design techniques, and content display techniques. The gathered data were analysed using descriptive analysis and independent sample t-test analysis. The findings revealed that, of the 16 investigated CLT techniques, teachers considered only five techniques in the design of their slides (two general design techniques and three content display techniques), highlighting a limited application of CLT principles in PowerPoint presentations. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Given the predominant use of PowerPoint presentations in higher education, which has increased significantly since the 2019 pandemic, the present study seeks to investigate the extent to which EFL (English as a Foreign Language) educators incorporate Cognitive Load Theory (CLT) into their PowerPoint presentations. Following a quantitative approach, the study employed an evaluative grid targeting a sample of teachers (n = 24) and students (n = 57) from various Algerian universities. Demonstrating high reliability (Cronbach’s alpha, α = 0.813), the research instrument allowed the measurement of the frequency with which 16 CLT-informed techniques were applied in the design of PowerPoint slides. These techniques were divided into three groups: general design techniques, content design techniques, and content display techniques. The gathered data were analysed using descriptive analysis and independent sample t-test analysis. The findings revealed that, of the 16 investigated CLT techniques, teachers considered only five techniques in the design of their slides (two general design techniques and three content display techniques), highlighting a limited application of CLT principles in PowerPoint presentations. [ABSTRACT FROM AUTHOR]
ISSN:	1547500X